Innovations in Education and Teaching International

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Podcasting in higher education as a component of

Universal Design for Learning: A systematic review
of the literature

Jamie L. Gunderson & Therese M. Cumming

To cite this article: Jamie L. Gunderson & Therese M. Cumming (2022): Podcasting
in higher education as a component of Universal Design for Learning: A systematic
review of the literature, Innovations in Education and Teaching International, DOI:
10.1080/14703297.2022.2075430

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Published online: 15 May 2022.

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INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
https://doi.org/10.1080/14703297.2022.2075430

RESEARCH ARTICLE

Podcasting in higher education as a component of Universal

Design for Learning: A systematic review of the literature
a b
Jamie L. Gunderson and Therese M. Cumming
a
College of Communication & Education, California State University Chico, Chico, California, USA; bSchool of
Education, University of New South Wales, Sydney, New South Wales, Australia

ABSTRACT KEYWORDS
More students with disabilities are attending university than ever Podcasting; higher
before. Many universities are adopting Universal Design for education; universal design
Learning (UDL) as a framework for accessible course design and for learning; systematic
delivery. Audio podcasting is a strategy well-aligned with all three review
principles of UDL, providing students with options for engagement,
representation, and expression. The current systematic review
explored the use of audio podcasting in higher education and its
impact on teaching and learning. A total of 17 studies were exam­
ined based on the three principles of UDL. Findings suggest that
although there is limited evidence of its impact on learning, stu­
dents and educators find podcasting to be a unique way to engage
with content.

Introduction
The number of students with disabilities attending institutions of higher education has
steadily increased over the past two decades, with over 19% of students identifying with
a disability (U.S. Department of Education, National Center for Education Statistics
[IESNCES], 2012). Universities are striving to provide students with more physically and
academically accessible environments. Historically, universities provided students with
disabilities support through disability resource centres, putting the onus of support on
students with disabilities, as they must prove their disability exists (Kimball et al., 2016).
This and other barriers, such as instructors failing to provide the requested accommoda­
tions, cause students to abandon their studies (Kimball et al., 2016).
Universal Design for Learning (UDL) has the potential to be an inclusive solution to this
issue (Roberts et al., 2011). UDL is a research-based framework meant to facilitate the
design and implementation of accessible lessons and assessments for all learners (Meyer
et al., 2014). The UDL framework is guided by three principles, multiple means of:
Engagement, Representation, and Action and Expression. Incorporating UDL principles
into instruction enhances accessibility for all learners, particularly those with disabilities
and those learning the English language (Roberts et al., 2011). UDL was chosen to
underpin the present review both theoretically and conceptually, as audio podcasting is
well aligned with the framework’s principles.

CONTACT Therese M. Cumming t.cumming@unsw.edu.au School of Education, University of New South Wales,
Room G19 Morven, Brown Bldg, Sydney, NSW 2052, Australia
© 2022 Informa UK Limited, trading as Taylor & Francis Group
2 J. L. GUNDERSON AND T. M. CUMMING

Pedagogies aligned to UDL are beginning to gain popularity in postsecondary educa­

tion research. Research highlights positive student perceptions of UDL implementation
for students with and without disabilities (Schelly et al., 2011). However, Roberts et al.
(2011) emphasise a lack of research on UDL-aligned technologies that provide students
with greater flexibility in instructional format and access to resources. Podcasting is one
example of this – while current trends in the literature are positive, there remains a dearth
of research highlighting the effectiveness of podcasting in supporting post-secondary
students’ access to learning, as available studies are focused on students’ perceptions. The
field will benefit from exploration into the efficacy of podcasting as pedagogy, as
educators search for strategies to better engage a population of students who are
increasingly diverse and heavily influenced by technology. Therefore, this systematic
review sets out to answer the following research questions:

(1) How are educators utilising audio podcasting for university teaching in relation to
the principles of Universal Design for Learning?
(2) How are students in university using audio podcasting as a learning tool in relation
to the principles of Universal Design for Learning?
(3) What are the impacts of using audio podcasting in university teaching and
learning?

Methodology
The present systematic review was conducted by adhering to the Preferred Reporting
Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist (Moher et al., 2009).
An electronic search was conducted using the following databases: (a) Academic Premier,
(b) ERIC, (c) PsycINFO, and (d) SocINDEX. Peer-reviewed journal articles published in
English and focusing on the impacts of podcasting in higher education were selected
within the period of 2008 to 2019, as to extend the previous review of podcasting in
higher education by Hew (2009). A key phrase was used to perform the electronic search
‘podcasting in higher education or college or university or postsecondary’, which allowed the
researcher to isolate articles about podcasting in higher education.
To be included, an article had to be disseminating a study conducted with a tertiary
education population and focused on audio podcasts. Excluded were articles about live or
video podcasts, those where podcasts could not be isolated as a variable, and studies that
examined only attitudes. A total of 148 articles were retained during this step. Next, 44
duplicate articles and 59 articles that did not meet the inclusion criteria were excluded,
rendering a total of 45 articles for inclusion in this step of the systematic review. The first
and the second author separately read the abstract of each article and determined whether it
met the selection criteria. The average inter-rater reliability score (Cohen’s kappa) at this stage
of screening was high; κ = 0.96. Disagreements were resolved through discussion. A total of 25
articles were included after this first screening. In the second stage of screening, the first
and second author independently examined the full text of all 25 articles to confirm they met
the inclusion criteria of the study. Inter-rater reliability for this stage was high once again at
κ = 100. A total of 17 articles met the criteria for this study. Each study was grouped by
methodology (quantitative, qualitative, and mixed method) and examined independently by
 INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL 3

each researcher for quality based on methodology to ensure triangulation based on investi­
gator, data, and methodological triangulation (Carter et al., 2014). Inter-rater reliability for this
stage was κ = 100. See, Tables 1–3 for a visual representation of this process.

Analysis
A coding scheme for this systematic review was developed (Talbott et al., 2017) to
investigate the alignment of the included articles to the three principles of UDL. The
coding scheme provided a basis for analysis, with each author independently extracting
data by reading the entire article, paying specific attention to the methodology section.
Inter-rater reliability for this stage was high at κ = 100.

Results
The findings of the analysis provided a deeper understanding of how educators are utilising
audio podcasting for teaching in higher education in relation to the principles of UDL, how
students in higher education are using audio podcasting as a learning tool in relation to the
principles of UDL, and the impacts on teaching and learning in higher education when
audio podcasting is used. Of the 17 articles that met the criteria for inclusion, there were
seven qualitative studies, seven quantitative studies, and three mixed methods studies.

Qualitative studies
Bolden and Nahachewsky (2015) interviewed nine undergraduate students to gauge their
experiences in creating podcasts in a music education course. Students were tasked with
creating a podcast as a means of sharing their personal narratives. Findings revealed that
podcast creation allowed students the opportunity to: a) connect personal experience
with new concepts to construct meaningful learning, b) exercise creativity and self-
expression, c) engage in collaborative learning, and d) expand mental capacity through
repetitive listening and revision of their thoughts.
Forbes and Khoo (2015) used interviews, focus groups, and open-ended course evalua­
tion questions to better understand the use of podcasting as a formative assessment in
a pre-service education course at a New Zealand university. Student participants created
two podcasts designed to reflect on their observations and synthesise their constructed
teaching philosophies. Findings revealed that students valued the podcasting experience
and recognised the podcasting as an effective learning tool.
Kemp et al. (2012) used a questionnaire to evaluate the implementation of podcasting as
a summative assessment in a geomorphology course at a UK university. Groups of student
participants created 10-minute podcasts to communicate key findings from their fieldwork.
Questionnaire results across two years suggested that student-produced podcasts enhance
competence, creativity, communication skills, collaboration, and engagement.
Powell and Robson (2014) examined student-generated podcasts as an approach to
assessment. Student created podcasts and then submitted reflective statements about their
experiences. While some initially expressed apprehension, many identified benefits,
4 J. L. GUNDERSON AND T. M. CUMMING

Table 1. Summary of quality indicators for qualitative studies.

Source Setting Participants Method Aim
Bolden and Music education 9 undergraduate Interviews Examine student
Nahachewsky course – Canada students experiences of
(2015) creating podcasts
Forbes and Khoo Online teacher 60 undergraduate Interviews, focus Understand the
(2015) education course – students groups, potential of
NZ and course student-generated
evaluations podcasts in
supporting
interactive
formative
assessment
Kemp et al. (2012) Geomorphology 101 undergraduate Questionnaire Examine podcasting
course – UK students comprised as a summative
of closed & assessment
open-ended
questions
Powell and Robson Business course – UK 53 post-graduate Case Study: Examine student-
(2014) students content analysis generated podcasts
of reflective as a
statements useful approach to
assessment
Khechine et al. (2013) Online business 130 undergraduate Questionnaire Explore advantages
course – Canada students comprised and disadvantages
of open-ended of podcast use
questions
Lee et al. (2008) Online technology 5 undergraduate Focus groups Explore podcasting
course – Australia students use to increase
student confidence
to participate in
class
Zahay and Fredricks Online marketing 40 undergraduate Survey comprised Explore the
(2009) course – US students of application of
open-ended podcasts in
questions a marketing course

including the acquisition of new technological skills, freedom of creativity, and a positive
team-working experience. In terms of pedagogy, students mentioned increased knowledge,
improved research skills, and the promotion of self-learning.
Khechine et al. (2013) explored advantages and disadvantages of using podcasting in
an online business education course as a vehicle for disseminating information.
Researchers identified advantages and disadvantages of podcasting. Advantages
included: improved understanding, exam preparation, improved attention, and better
note-taking. Disadvantages included absenteeism, distraction, lack of sociability, and
technological problems.
Lee et al. (2008) examined podcasting to prepare students to participate in
a technology course with greater confidence. Findings suggested that student-
generated podcasting promotes discourse, problem-solving, and collaborative inquiry.
The researchers also noted that the scripting, recording, and editing podcasts served to
extend knowledge of previously learned concepts.
 INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL 5

Table 2. Summary of quality indicators for quantitative studies.

Source Setting Participants Method Aim
Abate (2013) Pharmacology course – 35 undergraduate Three groups Evaluate effectiveness
US students (traditional lecture, of podcasts in
segmented podcast, promoting
unsegmented knowledge
podcast); Kruskal- retention and for
Wallis Test nursing students
Bamanger and English course – KSA 55 undergraduate Random assignment to Explore podcasting to
Alhassan (2015) students experimental and improve learning
control groups; and teaching
Independent methods
Samples (t) Test
Gachago et al. Introductory course – 388 undergraduate Usage survey; Investigate student
(2016) South Africa students descriptive statistics perceptions of
access and usage
of podcasts
Luna and Cullen Nursing, Social Work, 60 graduate students Pre/post-survey; Investigate graduate
(2011) and Library descriptive statistics student
Information Science perceptions of
courses – US access and usage
of podcasts
Muller and Wergin Business course – US 37 undergraduate Control (no access to Examine the use of
(2014) students podcasts) and podcasts as
experimental supplemental
(access to podcasts) instruction
groups; Pearson Chi-
Square
Pegrum et al. Chemistry course – 628 undergraduate Control (no access to Examine the effect of
(2014) Australia students podcasts) and podcasting on
experimental examination
(access to podcasts) results
group; t-tests,
ANOVA
White et al. (2011) Surgical course – 112 graduate students Usage survey; Determine how
Canada descriptive statistics medical students
would use a series
of podcasts

Zahay and Fredricks (2009) explored podcasting to disseminate course content in an

internet marketing course. The researchers created podcasts to review material. Students
indicated that the podcasts helped them to better comprehend and remember course
material and were complementary to their learning.

Quantitative studies
Gachago et al. (2016) explored podcasting as a socially inclusive technology for
vulnerable student populations. Survey findings revealed that podcasting was used
by a majority of students and deeper learning occurred via their use. The research­
ers also noted that podcasting was particularly helpful for non-native speaking
students.
Pegrum et al. (2015) explored the use of student-generated podcasting on the
retention and assessment of academic concepts and found that students demon­
strated a more thorough understanding of concepts when contextualising their
6 J. L. GUNDERSON AND T. M. CUMMING

Table 3. Summary of quality indicators for mixed methods studies.

Source Setting Participants Method Aim
Ng’ambi and Blended course – 34 post-graduate Interviews and Develop an approach for using
Lombe South Africa students LMS access data; podcasts to enhance student
(2012) descriptive statistics learning
Daniel and Developmental 48 undergraduate Focus groups and Examine the retention of
Woody Psychology students quizzes; MANOVA students who listened to
(2010) course – US podcasts
Van Zanten Online Marketing 52 undergraduate Questionnaire and LMS Explore how students interact
et al. course – students access data; with different kinds of
(2012) Australia descriptive podcasts
statistics

learning via the construction of a podcast. Students who engaged in the creation of
podcasts scored 4% higher on exams than their peers who had not created podcasts.
The researchers also found that podcasting appeared to motivate and engage
students who tended to disengage during lectures and other learning activities.
This study is one of few supporting the efficacy of podcasting as a teaching and
assessment tool.
White et al. (2011) examined student perceptions of podcasting as a learning
resource. Nearly 70% of students engaged with the podcasts and the majority
found podcasts to be helpful. Students appreciated the focused and concise organi­
sation of podcast information and noted that 15–20-minute episodes were best.
Providing students access to information via podcasts was cost-effective and enga­
ging, and had the potential to be used as a resource to share information with
a global audience.
Abate (2013) compared the impact of podcasting to traditional face-to-face instruction
using student assessment and perception data. While students reported favourable
perceptions of podcasting concerning knowledge retention, assessment data suggested
podcasting was best used to reinforce content. Students who listened to podcasts scored
10% higher on assessments than those who participated in traditional lectures, and over
80% reported finding podcasts helpful. This study is another supporting the efficacy of
podcasting as a teaching and learning tool.
Luna and Cullen (2011) explored the impacts of podcasting on students’ perceptions of
learning. 75% of students reported that podcasts were helpful in clarifying their under­
standing of concepts. Many students preferred a combination of reading course material
and listening to podcasts to improve understanding.
Bamanger and Alhassan (2015) examined the use of podcasting as a supplement
to lectures and found students who supplemented lectures with podcasts scored
higher on assessments than those who engaged in lectures only. Students who
listened to podcasts also reported favourably on podcasting as a tool that supported
their learning.
Muller and Wergin (2014) investigated the impact of supplementary podcasting on student
assessment data compared to traditional teaching methods. Students assigned to the podcast
group had a higher pass rate on multiple-choice and essay questions than their peers in the
control group. This study is another supporting the efficacy of podcasting as a teaching tool.
 INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL 7

Mixed-method studies
Van Zanten et al. (2012) reviewed podcast download data coupled with student surveys
to determine student preferences between full lecture and short summary podcasting.
Results revealed students perceived both were useful for different types of studying. For
example, students preferred full lecture podcasts when reviewing for exams while short
summary podcasts were used to provide a quick overview of lecture concepts.
Ng’ambi and Lombe (2012) examined podcast integration by employing two implemen­
tation styles, one where podcasts were structured within the lecture and one where
podcasts were offered but optional. Findings revealed that although students accessed
podcasts to supplement lectures even when it was not required, students’ engagement with
podcasts increased when coupled with content and required by their instructor.
In contrast to many of the included studies, Daniel and Woody (2010) suggested that
podcasts are not effective learning tools for mastery of content. Their findings suggested
that students who read the course text outperformed students who listened to supple­
mental podcasts. The researchers suggest that podcasts may best be used to extend,
enrich, or enhance knowledge.

Discussion
An evolution in inclusion and accessibility of all learners has stimulated the implementa­
tion of audio podcasting into tertiary instruction and assessment (Hew, 2009). While the
implementation of audio podcasting differed across studies, most studies reported posi­
tive academic or perceptive outcomes. This review further explored the implementation
of podcasting as pedagogy and answers the research questions:

How are educators utilising audio podcasting for university teaching in relation to
the principles of Universal Design for Learning?
While all the studies in this review used podcasting as a tool to engage students (Multiple
Means of Engagement), a majority (n = 15) of the studies utilised podcasting as a tool to
inform or represent information (Multiple Means of Representation). Only a limited num­
ber of studies (n = 7) considered podcasting as a tool for demonstration or assessment
(Multiple Means of Action and Expression), and even fewer (n = 5) studies implemented
podcasting in a way that aligned to all three principles of UDL (see, Table 4).

How are students in university using audio podcasting as a learning tool in

relation to the principles of Universal Design for Learning?
Most of the studies in this review required students to listen to podcasts to review or
extend course content (Multiple Means of Engagement/Representation), however, some
studies required students to create podcasts to demonstrate or assess learning (Multiple
Means of Action and Expression). This suggests that while podcasting is trending as
a teaching tool in tertiary education, studies supporting the utilisation of podcasting as
a tool for learning and assessment are preliminary and mainly focused on perception.
More research is needed to examine the efficacy of podcasting on learning.
8 J. L. GUNDERSON AND T. M. CUMMING

Table 4. Coding scheme – Alignment to principles of UDL.

Recruiting
Interest Expression &
Checkpoint Comprehension Action & Communication
Article Engagement 7.1 Representation Checkpoint 3.1 Expression Checkpoint 5.2
Bolden and X X X X
Nahachewsky
(2015)
Forbes and Khoo X X X X X X
(2015)
Kemp et al. (2012) X X X X X X
Powell and Robson X X X X X X
(2014)
Khechine et al. X X X X
(2013)
Lee et al. (2008) X X X X
Zahay and Fredricks X X X X
(2009)
Abate (2013) X X X X
Bamanger and X X X X
Alhassan (2015)
Gachago et al. X X X X
(2016)
Luna and Cullen X X X X
(2011)
Muller and Wergin X X X X
(2014)
Pegrum et al. (2014) X X X X X X
White et al. (2011) X X X X
Ng’ambi and Lowe X X X X X X
(2012)
Daniel and Woody X X X X
(2010)
Van Zanten et al. X X X X
(2012)

What are the impacts of using podcasting in university teaching and learning?
An overwhelming majority (n = 14) of studies reported favourable student perceptions of
podcasting as a learning tool. Students reported positively on both the advantages of
podcasting and how podcasting supported or increased their knowledge or aided in
memory. A limited number (n = 4) of studies supported the efficacy of podcasting as
a teaching (Bamanger & Alhassan, 2015), learning (Abate, 2013; Muller & Wergin, 2014), or
assessment tool (Pegrum 2014).

Limitations
The main limitation of this study is that not all relevant articles might have been recovered
from the database searches due to wording in article titles, keywords, and abstracts. Another
limitation is that students with disabilities were not identified as participants in any of the
articles. This may be due to podcasting being used as part of UDL, making learning more
accessible for all students. Therefore, the overall findings were discussed regarding all uni­
versity students, rather than those with disabilities, although reported prevalence rates
indicate that students with disabilities were most likely participants in most, if not all, of the
studies.
 INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL 9

Conclusion and implications for future research and practice

Many universities are adopting UDL as a framework for course design and content delivery,
and audio podcasting, is a strategy well-aligned with the principles of UDL. This review
explored the use and impact of audio podcasting on university teaching and learning.
A total of 17 studies were examined based on the three principles of UDL. Overall, findings
revealed that podcasting provides a unique way for educators and students to engage with
content, and measures of social validity suggest that students are amenable to podcasting
as both an instructional and assessment tool. Postsecondary educators are encouraged to
keep in mind that although information conveyed through sound only is not accessible to
all students, it would likely be the preferred mode for some, therefore they should explore
podcasting as one strategy for disseminating information and extending knowledge and
consider assigning student-created podcasts as one of the student choices for demonstra­
tion and assessment. Though initial perceptions are favourable, more research is needed to
examine the efficacy of podcasting as a teaching, learning, and assessment tool. Until then,
educators are advised to use the UDL Principles, Guidelines, and Checkpoints in planning
their implementation of podcasting.

Disclosure statement
No potential conflict of interest was reported by the author(s).

Notes on contributors
Jamie L. Gunderson is an Assistant Professor at California State University, Chico, and the Lead
Faculty Fellow for the Office of Faculty Development. Jamie formerly held the positions of para­
professional, special education teacher, assistive technologist, and school administrator. Jamie
enjoys teaching and learning! She teaches courses in Classroom Management, Research, and
Instructional and Assistive Technology and is also the coordinator of the Computation Literacy
Across Secondary Subjects (CLASS) programme. Jamie’s research interests include Universal Design
for Learning in Higher Education and Healing-Centered Teaching Practices.
Therese M. Cumming is a Professor of Special Education in the UNSW School of Education, Academic
Lead Education at the UNSW Disability Innovation Institute, and a Scientia Education Academy
Fellow. Her teaching and research focus on promoting the use of evidence-based practices to
support the learning and behaviour of students with disabilities and the use of technology to create
inclusive, accessible, and engaging learning environments. Prior to her university and research
work, Terry has many years’ experience as a special educator and behaviour mentor.

ORCID
Jamie L. Gunderson http://orcid.org/0000-0002-2386-0551
Therese M. Cumming http://orcid.org/0000-0003-4113-6046

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